Reflections: Literautre as data

Johnson, Susan, Donaldson, Morgaen. (2007) Overcoming to Leadership. Association for Supervision and Curriculum Development; September 2007, p8-13, 6p

This article talks frankly about the barriers, created by the norms of school culture,

that teacher leaders encounter and then discusses various ways to cope and overcome these obstacles. The dominant culture, in the mainstream public school system, is one based on “autonomy, egalitarianism and defence to seniority.” Many people who are “in their second stage of their career, with 4 to 10 years of experience” are those teachers who are being called upon for these leadership roles.

I think it is amazing that teachers who are in the beginning stages of their careers are motivated and “want to have a hand in making decisions about how their school operates.” As a teacher, you spend a great deal of your days, years, and life working in your classroom. I don’t think that it is extraordinary that intelligent and skilled professionals are wanting to invest in and want to “use their expertise to help change the bigger picture.” I do think it’s quite common for teacher leadership roles to be implemented without “formal support or building leadership roles into the structures of the school.” This is part of the reason why “colleagues often resist” and view teacher leaders’ work “as an inappropriate intrusion into their instructional space or an unwarranted claim that the teacher leader is more expert that they are.”

Certain strategies about how successful teacher leaders cope include: refraining from volunteering for leadership positions until drafted, work with the willing, or to cast yourself as a “source of support” or as a facilitator. A successful teacher leader is someone who can keep colleagues as allies and work collaboratively to “support each teacher’s approach to reform, not direct it.” Thoughtful collaboration does not end with the teaching staff and teacher leaders. It is crucial that “principals build support for the teacher leader’s role by explaining its purpose, establishing qualifications and responsibilities, encouraging applicants for the position and running a fair selection process.” I do feel that there is an issue that has been omitted from this article. I know that all humans need to feel attached, connected, and valued when developing a healthy and dynamic relationship. I think, when selecting a teacher leader, that it is massively important to also assess qualitatively a potential candidate who can easily make connections with staff members and who can think and respond in a respectful and genuine manner. Schools cannot afford to stifle the exchange of good ideas among colleagues, and choosing a teacher who does not posses the “je ne sais quoi” is a disservice to the staff and school.